The Hero's Journey
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The Hero's Journey® Program
The Hero’s Journey® program Thank you for your interest in applying to the Hero’s Journey® program! Below is some important and pretty cool information, which we encourage you to read to gain some insight in to the Hero’s Journey program! What is the Hero’s Journey® program? The Hero’s Journey® program is a seven-day program designed to serve 16-18 year-old adolescents living with serious illness and/or its effects. The program is based on the philosophies of Joseph Campbell, Kurt Hahn, Paul Newman and the Adventure-Based Counseling model (more info below). Program participants encounter a natural setting in the woods, free from the distractions of technology in which they experience group challenges, personal challenges, rites of passage, wilderness first aid training, and search and rescue training. The weeklong journey provides opportunities for participants to act skillfully in the service of others, examine perceived limitations, discover unknown skills they possess, and to take on the role of “the hero of their own story”. Why is it called the Hero’s Journey® program and why is it important? The Hero’s Journey® program gets its name from the experience a “hero” or “heroine” goes through as they embark on a new adventure. This process was philosophized and explained by Joseph Campbell in The Hero with a Thousand Faces written in 1949. Campbell’s research revealed that myths and stories throughout all cultures and across time share one similar theme of a hero’s journey. These stories may have had different characters, settings, and challenges, but the structure never changed. -
Chapter 3 Quiz What Lead to Joseph Campbell's Interest in Comparative
Chapter 3 Quiz What lead to Joseph Campbell's interest in comparative mythology? When Campbell was a child, he became fascinated with Native American Culture. This led him to a lifelong passion for myth and storytelling. When Campbell was studying maths and biology, he recognized that he is inclined towards humanities. Soon he became an English literature student at Columbia University. Campbell was interested in knowledge above all else. In 1924 Campbell traveled to Europe with his family. On the ship during his return trip, he encountered the Messiah elect of the Theosophical Society, Jiddu Krishnamurti. They discussed Indian philosophy which leads to Campbell’s interest in Hindu and Indian philosophy. Campbell studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. He learned to read and speak French and German. When Campbell did not have any work after his graduation (in depression era), he used to read nine hours a day for five years. He soon discovered the works of Carl Jung who is the founder of analytical psychology. Campbell could recognize recurring patterns of all the stories he had read, from Carl Jung’s work. This must have encouraged Joseph Campbell in comparative mythology. How did Joseph Campbell become the world's foremost scholar on mythology? How did the Great Depression benefit his education? Joseph Campbell received BA in English literature and MA in Medieval literature from Columbia University. Campbell also received a fellowship from Columbia University to study in Europe. He studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. -
Signalized Intersections
TRAFFIC FLOW AT SIGNALIZED INTERSECTIONS BY NAGUI ROUPHAIL15 ANDRZEJ TARKO16 JING LI17 15 Professor, Civil Engineering Department, North Carolina State University, Box 7908, Raleigh, NC 276-7908 16 Assistant Professor, Purdue University, West LaFayette, IN 47907 17 Principal, TransSmart Technologies, Inc., Madison, WI 53705 Chapter 9 - Frequently used Symbols variance of the number of arrivals per cycle I mean number of arrivals per cycle Ii = cumulative lost time for phase i (sec) L = total lost time in cycle (sec) q=A(t)= cumulative number of arrivals from beginning of cycle starts until t, B = index of dispersion for the departure process, variance of number of departures during cycle B mean number of departures during cycle c = cycle length (sec) C = capacity rate (veh/sec, or veh/cycle, or veh/h) d = average delay (sec) d1 = average uniform delay (sec) d2 = average overflow delay (sec) D(t) = number of departures after the cycle starts until time t (veh) eg = green extension time beyond the time to clear a queue (sec) g=effective green time (sec) G=displayed green time (sec) h=time headway (sec) i = index of dispersion for the arrival process q=arrival flow rate (veh/sec) Q0 = expected overflow queue length (veh) Q(t) = queue length at time t (veh) r = effective red time (sec) R = displayed red time (sec) S = departure (saturation) flow rate from queue during effective green (veh/sec) t = time T = duration of analysis period in time dependent delay models U = actuated controller unit extension time (sec) Var(.) = variance of (.) Wi = total waiting time of all vehicles during some period of time i x = degree of saturation, x = (q/S) / (g/c), or x = q/C y = flow ratio, y = q/S Y = yellow (or clearance) time (sec) = minimum headway 9. -
Governing New Guinea New
Governing New Guinea New Guinea Governing An oral history of Papuan administrators, 1950-1990 Governing For the first time, indigenous Papuan administrators share their experiences in governing their country with an inter- national public. They were the brokers of development. After graduating from the School for Indigenous Administrators New Guinea (OSIBA) they served in the Dutch administration until 1962. The period 1962-1969 stands out as turbulent and dangerous, Leontine Visser (Ed) and has in many cases curbed professional careers. The politi- cal and administrative transformations under the Indonesian governance of Irian Jaya/Papua are then recounted, as they remained in active service until retirement in the early 1990s. The book brings together 17 oral histories of the everyday life of Papuan civil servants, including their relationship with superiors and colleagues, the murder of a Dutch administrator, how they translated ‘development’ to the Papuan people, the organisation of the first democratic institutions, and the actual political and economic conditions leading up to the so-called Act of Free Choice. Finally, they share their experiences in the UNTEA and Indonesian government organisation. Leontine Visser is Professor of Development Anthropology at Wageningen University. Her research focuses on governance and natural resources management in eastern Indonesia. Leontine Visser (Ed.) ISBN 978-90-6718-393-2 9 789067 183932 GOVERNING NEW GUINEA KONINKLIJK INSTITUUT VOOR TAAL-, LAND- EN VOLKENKUNDE GOVERNING NEW GUINEA An oral history of Papuan administrators, 1950-1990 EDITED BY LEONTINE VISSER KITLV Press Leiden 2012 Published by: KITLV Press Koninklijk Instituut voor Taal-, Land- en Volkenkunde (Royal Netherlands Institute of Southeast Asian and Caribbean Studies) P.O. -
The Everyday Life of Papuan Civil Servants 1950-1990
The everyday life of Papuan civil servants 1950-1990 Leontine Visser This book started as an oral history of the governance of Netherlands New Guinea from about 1950 to 1962, as lived and experienced by the indigenous Papuan civil servants at the time. It is based on a series of interview sessions held during 1999 and 2000 in Jayapura and Biak. Yet, the book is more than a series of personal accounts of a unique period in the social-cultural, economic, and political history of the geographical space that today forms the two Indonesian provinces of Papua and West Papua. Particularly the second round of interviews took place in a highly politicized environment1 which stimulated the former civil servants to reflect on their lives and actions as members of the ruling elite of a developing nation. This unplanned contextualization of their accounts added the important extra dimension of subjective comparison of their functioning in the Dutch development administration of the 1950’s until 1962 and the Indonesian government administration of Soeharto’s New Order. The Papuan civil servants2 were still in their late teens when they took up major responsibilities in the development of New Guinea, first under supervision of the Dutch, but by the end of the decade, often also as their colleagues. After 1962, they continued to serve their people as 1 The year 2000 was particularly tense in Papua. After a meeting with President Habibie, Papuans started gathering in a mass movement. During two grand meetings an organization was added to the movement. The first of these meetings was held in Sentani, the Great Conference (Musyawarah Besar) in February 2000. -
105 Love and Goddess
File Name: JC 105-IPF Transcriber I-Source QA/QC Comments Length of file: 0:57:42 Audio Category List volume, accent, background noise, ESL speakers. Any Comments (e.g. times of recording not needing transcription, accents, etc.) Any Problems with Recording (e.g. background noise, static, etc) Unusual Words or Terms: Must be completed (e.g. Abbreviations, Company Names, Names of people or places, technical jargon) Number of Speakers 2 Love and Goddess Page #1 [Music Playing] [04:59:52] Moyers: [05:00:11]So through the eyes love attains the heart, for the eyes are the scout of the heart and the eyes go reconnoitering for what it would please the heart to possess. And when they are in full accord and firm all three in one resolve at that time perfect love is born from what the eyes have made welcome to the heart. [05:00:41] For as all true loves know, love is perfect kindness [00:01:00], which is born there is no doubt from the heart and the eyes. [Music Playing] [05:01:11] Moyers: Joseph Campbell once wrote an essay called the mythology of love. It was one if his most eloquent. What a wonderful theme he wrote and what a wonderful world of myth one find in celebration [05:01:44]of this universal mystery, so ways of love have long fascinated the human race and Campbell made their interpretation one of the great passions of his own life as a scholar and teacher. Like a [00:02:00] weaver of fine clothe, he spun the tails and legends of love into an amazing tapestry of the human psyche. -
GSV Timeline Fall 2004 Toby Johnson Keynote
It's Always About You: Joseph Campbell and How to Read a Myth Toby Johnson Gay Spirit Visions Fall Conference, 2004 Well, so I am going to explain what "Inner Fabulosity" means!!! Three ideas come up immediately for me. One's a loose association. One's a political slogan. The other's a "secret meaning." First, the loose association. "Oh Fab, I'm glad, they put real borax in you." I tried to figure out how to make that into a mantra, but no matter what, it doesn't work very well. Borax just isn't a good example of something gay! Mark Weaver When Kip and I were running the gay bookstore in Austin, there was a local anti-gay Christian preacher named Mark Weaver who was offended by the very thought of homosexuality. He was famous for carrying a sign with him wherever he went that said "Gay is not OK" He had a little following, mostly of guilty homosexuals it looked like, who'd carry these signs along with him and they'd picket gay events (and AIDS education seminars -- for which he got sued and driven out of Austin). They used to bring their signs out to Hippie Hollow, the gay nude beach at Lake Travis, about 15 miles outside town. There was a saying that "there is no distance too far for Mark Weaver to go to be offended." We sold a T-shirt at Liberty Books based on Mark Weaver's signs. In black block letters, like his signs, it read: "Gay is Not OK," then in bright pink script below that, it continued "It's fabulous!" So "fabulous" is on the other side of just OK. -
The Hero Who Was Thursday: a Modern Myth
Volume 19 Number 3 Article 5 Summer 7-15-1993 The Hero Who Was Thursday: A Modern Myth Russell Carlin Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Carlin, Russell (1993) "The Hero Who Was Thursday: A Modern Myth," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 19 : No. 3 , Article 5. Available at: https://dc.swosu.edu/mythlore/vol19/iss3/5 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Calls Chesterton’s The Man Who Was Thursday a modern fantasy “that can effectively serve as an example of a true modern myth as seen through” Campbell’s journey of the hero. The “novel contains many of the structure elements and conventions” of Campbell’s monomyth while providing the reader “some particularly modern insights.” Additional Keywords Campbell, Joseph. -
Appendix-2-Reading-List.Pdf
Joseph Campbell The Mythic Dimension Appendix 2: Reading List for Joseph Campbell’s Class on Mythology at Sarah Lawrence College This short appendix is one of the most requested media items on the Joseph Campbell Foundation website. It comprises a master reading list for Campbell’s famous Introduction to Mythology class, which he taught at Sarah Lawrence College from the late 1930s to the mid-1970s. This reading list gives a sense of the material covered in this class, but also an insight into the authors and books that most influenced Campbell in his own thinking. It has been published in The Mythic Dimension: Selected Essays 1959–1987, edited by former JCF Publishing Director Antony Van Couvering. Joseph Campbell Foundation Click here for more information on The Mythic Dimension The Foundation was created in 1990 in order to preserve, protect and perpetuate the work of one of the twentieth century’s most original, influential thinkers. www.jcf.org • 800-330-Myth © 2003 by Joseph Campbell Foundation. This article is intended solely for the education and entertainment of the reader. Reproduction, alteration, transmission or commercial use of this article in any form without written permission of the Joseph Campbell Foundation is strictly prohibited. Please contact the Foundation before reproducing or quoting extensively from this article, in part or in whole. © 2003, Joseph Campbell Foundation • All rights reserved Reading List Page 2 Appendix 2: Reading list for Joseph Campbell’s Class on Mythology at Sarah Lawrence College The following books were characteristically assigned by Joseph Campbell for his mythology course at Sarah Lawrence College. -
The Complete Stories
The Complete Stories by Franz Kafka a.b.e-book v3.0 / Notes at the end Back Cover : "An important book, valuable in itself and absolutely fascinating. The stories are dreamlike, allegorical, symbolic, parabolic, grotesque, ritualistic, nasty, lucent, extremely personal, ghoulishly detached, exquisitely comic. numinous and prophetic." -- New York Times "The Complete Stories is an encyclopedia of our insecurities and our brave attempts to oppose them." -- Anatole Broyard Franz Kafka wrote continuously and furiously throughout his short and intensely lived life, but only allowed a fraction of his work to be published during his lifetime. Shortly before his death at the age of forty, he instructed Max Brod, his friend and literary executor, to burn all his remaining works of fiction. Fortunately, Brod disobeyed. Page 1 The Complete Stories brings together all of Kafka's stories, from the classic tales such as "The Metamorphosis," "In the Penal Colony" and "The Hunger Artist" to less-known, shorter pieces and fragments Brod released after Kafka's death; with the exception of his three novels, the whole of Kafka's narrative work is included in this volume. The remarkable depth and breadth of his brilliant and probing imagination become even more evident when these stories are seen as a whole. This edition also features a fascinating introduction by John Updike, a chronology of Kafka's life, and a selected bibliography of critical writings about Kafka. Copyright © 1971 by Schocken Books Inc. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Schocken Books Inc., New York. Distributed by Pantheon Books, a division of Random House, Inc., New York. -
Strategies and Resources
Sullivan, Religions of the World (Fortress Press, 2013) Introduction Teaching Tips Approach to Teaching The subject of religion infiltrates just about every area of human life; political beliefs, culture, relationships, academia, even one’s profession, are, to some extent, shaped by religion. To introduce this course and textbook, the instructor might want to appeal to such familiarities by using various projects such as a scavenger hunts. In a scavenger hunt, students might do a tour of a certain geographical area, listing all the different religious sites or houses of worship that they discovered. This should generate much discussion on the first day of class. For this scavenger hunt students could use the web to identify religious places of worship in a given geographic region. Students might start with a general search on religions in the area, and then narrow down their search to houses of worship. Some possible online directories that might be helpful are the Pluralism Project Directory of Religion Center, American Religion Data Archive and American Church List. These can all be googled. Churches could be found from sites such as Church Angels or the common yellow pages. It would be helpful to have a spread sheet prepared with columns for churches, religions, addresses, observations and reflection. Students would fill out information as they find their targets. As an ice breaker, this class could also start with students writing a brief religious biography or time line. This can be woven into the discussions of the class. This timeline would plot the influence of religion on their lives. The goal of this assignment is to further raise student’s consciousness to the pervasive influence of religion on cultures and people. -
Joseph Campbell- the Hero's Journey
JOSEPH CAMPBELL- THE HERO'S JOURNEY By Ryan Robertson • Was born in 1904, New York • He released books on his • Died in 1987, Hawaii unifying concepts of mythology such as: • He Inspired many with his - The Hero With a Thousand Faces work on the comparisons on - The Power of Myth mythology and religion - The Masks of God JOSEPH CAMPBELL 1. The Hero begins in their ORDINARY WORLD 2. They then receive a CALL TO ADVENTURE 3. The Hero may be RELUCTANT or REFUSE THE CALL 4. Then they meet their MENTOR, whom helps guide them 5. Enters a new world, CROSSING THE FIRST THRESHOLD 6. Where they face TEST, ALLIES & ENEMIES 7. The Hero cross a second threshold as they APPROACH THE INMOST CAVE 8. Experiences the ORDEAL, of their most difficult challenge 9. Receive a REWARD 10. Finally are on route to THE ROAD BACK to the Ordinary World 11. Cross their third and finally threshold, experiencing RESURRECTION 12. They RETURN TO ELIXIR THE 12 STAGES OF THE JOURNEY 1. THE HERO’S ORDINARY WORLD Maximus thinks and dreams about his ordinary world with his family but has not been for sometime 2. CALL TO ADVENTURE Maximus is leading the Roman army to battle 3. REFUSES THE CALL The Emperor offers Maximus to take his place once he dies but he turns it down 4. MEETING THE MENTOR Promximo bought Maximus as Slave, trained him to become a magnificent Gladiator 5. CROSSING THE THRESHOLD Maximus is captured as slave and introduced into the slave world as a Gladiator TESTS ALLIES ENEMY 7.